In many countries the desirability of expansion of the formal education system has been widely accepted and during the last two decades universal education has been a popular political cry. Such expansion has, however, rarely stemmed from or been accompanied by a reappraisal of the objectives of the system and its underlying philosophy. The implications of this omission on the part of many governments has led to widespread problems in terms of the preparation of young people to lead a satisfying life after leaving school.